Behavioral Software Engineering

The course can be part of the following programmes:

1. Software Engineering and Management Master's Programme (N2SOF)
2. Computer Science, Master's Programme (N2COS)
3. Game Design & Technology Master's Programme (N2GDT)

The course is a also a single-subject course at Gothenburg University.

• Bachelor of science degree in Software Engineering, Computer Science, or corresponding/equivalent,
• Successfully completed project course in software development/engineering (7.5hp)

Applicants must prove knowledge of English: English 6/English B or the equivalent level of an internationally recognized test, for example

The course is comprised of a number of modules/themes:

• Introduction to BSE
• Individuals: Personality and Cognitive Biases
• Individuals: Motivation and Attitudes
• Individuals: Experience and Emotion
• Individuals: Personal sustainability
• Groups: Norms and Creativity
• Groups: Social factors on SW teams, Group dynamics
• Organisations: Politics, happiness & freedom
• Organisations: Gender, ethics and sustainability
• Research methods: Ethnography, Interview studies, Reflexivity
• Course summary: BSE implications and effects, Future of BSE in research & practice

On successful completion of the course the student will be able to:

Knowledge and understanding

• Explain why human and social factors are critical in (successful) SE,
• Describe the risks of focusing mainly on technology in SE,
• Describe and explain what Behavioral Software Engineering (BSE) is and how it relates to socio-technical systems analysis, human factors studies, and Human- Computer Interaction,
• Describe important units of analysis in BSE: individual, group, organisational levels as well as how they interact,
• Describe key cognitive biases and how they affect software developers,
• Explain models of team development and maturity and how they relate to BSE,
• Give an overview of recent, empirical research on BSE.

Competence and skills

• Analyse why an SE intervention, like a process improvement or the introduction of a new tool, failed or succeeded from a BSE perspective,
• Diagnose software teams based on their developmental maturity,
• Propose interventions to improve a software development team based on a BSE analysis,
• Identify cognitive biases that affect a particular developer or team,
• Design a SE study using research methods suited to BSE.

Judgement and approach

• Analyse and hypothesize about sources of software project failures, and reflect on whether they are primarily because of technical or behavioral/human factors,
• Assess and discuss ethical aspects and concerns as well as sustainability in software development on an individual and societal level.

The course is provided in the form of modules, which combines lectures, discussions and supervised practical work with exercises in small groups (assignments). The exercises are both theoretical and practical in nature. A final, individual written examination is the final element of the course.

Individual- and group-based exercises is the basis for examination. A final, individual written examination is also part of the examination.

If a student who has been failed twice for the same examination element wishes to change examiner before the next examination session, such a request is to be granted unless there are specific reasons to the contrary (Chapter 6 Section 22 HF).

If a student has received a certificate of disability study support from the University of Gothenburg with a recommendation of adapted examination and/or adapted forms of assessment, an examiner may decide, if this is consistent with the course’s intended learning outcomes and provided that no unreasonable resources would be needed, to grant the student adapted examination and/or adapted forms of assessment.

If a course has been discontinued or undergone major changes, the student must be offered at least two examination sessions in addition to ordinary examination sessions. These sessions are to be spread over a period of at least one year but no more than two years after the course has been discontinued/changed. The same applies to placement and internship (VFU) except that this is restricted to only one further examination session.

If a student has been notified that they fulfil the requirements for being a student at Riksidrottsuniversitetet (RIU student), to combine elite sports activities with studies, the examiner is entitled to decide on adaptation of examinations if this is done in accordance with the Local rules regarding RIU students at the University of Gothenburg.

Sub-courses 

1. **Assignments**, 4,5 hp
   Grading scale: Pass with distinction (5), Pass with credit (4), Pass (3) and Fail (U)
2. Written hall examination, 3 hp
   Grading scale: Pass with distinction (5), Pass with credit (4), Pass (3) and Fail (U)

The grading scale for the whole course comprises: Pass with distinction (5), Pass with credit (4), Pass (3) and Fail (U).

To pass the course, all mandatory components must be passed. To earn a higher grade than Pass, a higher weighted average from the grades of the components is required.

The course is evaluated through meetings both during and after the course between teachers and student representatives. Further, an anonymous questionnaire is used to ensure written information. The outcome of the evaluations serves to improve the course by indication which parts could be added, improved, changed or removed.

The course is a joint course together with Chalmers.